TEACHER’S STRATEGIES IN TEACHING CONTEXTUAL ENGLISH

Abstract

This study explores the implementation of contextual teaching strategies within the Merdeka Curriculum, focusing on English instruction in Indonesian vocational high schools (SMK). With English positioned as a vocational subject, effective and context-relevant teaching methods are essential to equip students with communicative competencies aligned with their professional fields. The study highlights the use of two main strategies: Discovery Learning and Problem-Based Learning (PBL). Discovery Learning fosters student autonomy and critical thinking through guided exploration, while PBL encourages collaboration and problem-solving based on real-world scenarios. Both strategies were integrated into modular teaching plans that reflect the values of the Pancasila Student Profile and the principles of the Merdeka Curriculum. Assessments were designed to measure cognitive, affective, and psychomotor domains through diagnostic, formative, and summative approaches. The findings suggest that contextual strategies enhance student engagement, understanding, and skill development, making them effective tools for English language instruction in vocational education settings.